Video title discussion

Brainstorming. Students working in groups, consider a problem or issue related to the video, and let loose a hail of possible solutions or suggestions, in random order as they occur to them. A rapid activity like this one activates background information, preparing the students for the video screening.
Video title discussion. Students examine the title of the video and speculate on the content of the video. This quick activity can be completed in small groups or as a class, the former allowing for more discussion and participation. Vocabulary Matching. In this activity students match the words to the pictures that they will come across while viewing. They should give their own definitions and predict how they can be connected with the film they are going to watch
Viewing activities It concerns what students do while watching a video. They are activities practiced during viewing the recording. Viewing activities help students focus on important features of the video or on character or plot development at crucial junctures in the video (Stempleski & Arcario, 1992). They have many forms: • Activities can be listening, looking or interpreting. • The instruction of the activities might be oral or in a worksheet. • Activities may focus specifically on grammar, vocabulary, pronunciation or functions that can be observed through focusing on gestures, facial expressions, and body language of the native speakers.
Vision on/ Sound off Students view a scene with the sound turned off. They then predict the content of the scene, write their own script and perform it while standing next to the television. After the performances students watch the scene with the sound on and decide which group was the funniest or the nearest to the original. This is a good fun exercise. It is very graphic with plenty of gestures to stimulate the imagination. Good for intermediate levels.


Post viewing activities They deal with what the students do after watching the video. The teacher has plenty choices of activities that can be done after viewing activities. For example: - Ask the students to write a letter from one character -from the video- to another (they develop their writing skill). - Play a scene of a video or even its continuation. Students become creators through their imagination and they are responsible for their learning. In addition, they develop their speaking skill. - Through discussion and interpretation, the teacher makes a connection between the video's content and students’ real life and experiences. - Study the new language introduced in the video. - Both teacher and students discuss and decide of what should be do in the next session.
Order the events After watching the clip, give students a set of event cards (no more than ten), in pairs or individually. Each card should contain one or two sentences of events from the movie clip. These can be as significant or insignificant as you want, depending on the length of the clip and what the focus of the lesson is. Students have to rearrange the events into the correct order.
Agree/disagree activity. Students react individually to a series of statements related to the video. After comparing responses in small groups, students comment on a statement with which they either agree or disagree.
Alternative ending
In this activity, students are encouraged to practice story-writing techniques, in the present or future tense, depending on what suits your lesson. Don’t worry if some students have seen the movie already—knowing how the story really unfolds will only enhance their creative prospects. Remember to be clear that they cannot simply write the real ending of the movie! Play part of a movie—as short or long as you want—which can be from any point in the movie. Afterwards, put students in small groups to create a new ending. They can write it out, or present it in a graphic novel style with pictures and words. The presentation part of the class involves the groups reading their alternative ending to the group. Top marks for the wildest, wackiest ideas! Whatever the kind of activity, the teacher has to work harder not to let their students mentally switched off, make them think and increase their desire to challenge. Then, let them work together either in pairs, groups, or whole class through communicative activities. With those types of activities, teachers can motivate their students and improve their communicative skills, especially speaking. The activities can vary from one teacher to another depending on his/her teaching method, objectives, and students' needs and abilities.

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